HEALTHY ME/A TIME FOR GIVING THANKS NOVEMBER 10–14, 2013
HEALTHY ME - Fruits
11-10-2014
MORNING MESSAGE/STAR STUDENT
Daily Skills:
*Sentence Structure
*Punctuation/Capitalization
*Grammar/Spelling
*Letter/Sound Recognition
PROJECT READ
UNIT3 Lesson1(g)
DAY 1
Letter of the Day: Gg
(TM p3-1--3-3)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. Read words with short [a] and [g] consonants
2. Spell words with short [a] and [g] consonants
ANTICIPATORY SET
1. Display letters: [t] [s] [m][b] [c] [f] [r] [h] [n] [j] [p] [l]
2. Introduce Gg and /g/ by saying the letters of the alphabet and stopping at Gg
INPUT
(p2-20)
1. Teacher displays the letter [g]
2. Students clip sounds (3 times)
MODELING
(p3-1--3-3)
1. Finger blend: [gas] [tag] [bag] [rag] [gag] [gab] [gap] (3 times)
2. Useword in a written sentence
VAKT INPUT - STATIONS
*Sky Write (Snap – Aim – Press – Do & Say)
1. Tactile Letters
2. Felt Forms
3.Memory Box
4. Dry Boards
CHECKING FOR UNDERSTANDING
(p3-2--3-3)
Word Building:
1. Finger Blend: [rag] [gas] [bag][gag][gap]
** Practice with students (3 times)
** Use each word in a sentence
2. Spell Tabs: [rag] [gas] [bag][gag]
3. Build words in pocket chart
GUIDED PRACTICE
1. Students read sentences: Student Practice Sheet 3A (p3-13)
2. Student Story/Quiz: Sam's Bag
STUDENT PRACTICE
1.Word Web (Gg)
2. Write Words/Sentence Completion (g1)
3. Hi-Lite nursery rhyme HIGGLETY PIGGLETY
**PASS OUT AND DISCUSS SPELLING WORD LIST
STAR STORY
DAY 1
Title:More Spaghetti I Say!
Story Introduction
Story Vocabulary
Interactive Reading
EAGER TO READ()
The teacher/students will discuss story conventions (front/back covers, spine, author, illustrator, pages, page numbers, illustrations, text, characters, setting).
The teacher will read the story (1X).
The teacher will pass out the student books.
The t/s will read the story (1X).
The t/s will review the story sequence.
Choose students to CELEBRATE (T- F)
(reading logs,st bks)
LARGE GROUP/PHONEMIC AWARENESS
(initial phonemes) The students will match the letter to the food item with the same beginning sound. The students will then complete the book I HAVE FRUIT.
(st sht p9, st book)
CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, RI.K.7, RI.K.10, RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.1, L.K.1 L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4, L.K.4a, L.K.4b, L.K.6, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6
CALENDARMATH/MATH
(counting) The students will use class charts to write to 25. The students will count to ten.The teacher will review math concepts reviewing the math cd. The teacher will then show the number words to 10.
(EV-3-5, cd)
CCS: K.CC.4.b, K.CC.5
Calendar Daily Activities:
*Months of Year/Day of Week
*Addition/Subtraction
*Money/Time
*Tally Marks/Graphs
*Patterns
*Time Line
*Counting by 2, 5, 10
*Weather/Temperature
*Number Sequencing
*Odd/Even/Place Value
*Measurement
*Historical Events
*Spanish
*Estimation
CCS:K.OA.1, K.OA.2, K.OA.3, K.OA.4, K.OA.5, K.MD.1, K.MD.2, K.MD.3, K.CC.1, K.CC.2, K.CC.4, K.Cc.4a, K.CC.4b, K.CC.4c, K.CC.5, K.CC.6 SCI-K-ESS2-1
WRITING
(writing) The students will complete theFRUIT WORD BOOK by writing the name of each given fruit.
(st book)
CCS: L.K.1f, SL.K.5
THEME
(science/s studies)The class discuss FRUITS (names, characteristics, where grown and the process from growth to store). As an on-going activity for nutrition, the students will identify different fruits. They will then add a drawn/written picture of fruits to a class-size food pyramid.
(lg paper food pyramid, food cards, paper)
CCS: SCI-K-LS1-1SS 4.4.1(DOK 1) A/H 3.4.1(DOK 2)
HEALTHY ME - Vegetables
11-11-2014
**LBJ’S VETERANS’S DAY PROGRAM WILL BEGIN AT 1:00
MORNING MESSAGE
PROJECT READ
UNIT3 Lesson1(g)
DAY 2
Letter of the Day: Gg
(TM p3-1--3-3)
VAKT INPUT - STATIONS
*Sky Write (Snap – Aim – Press – Do & Say)
1. Tactile Letters
2. Felt Forms
3.Memory Box
4. Dry Boards
SFA (p37 - 39)
1. Think, Pair, Share (students pair together to identify an item that begins with Gg)
2. Hear Sound
3. Say It Fast
4. Break It Down
5. Stretch and Read
6. Quick Erase
STUDENT PRACTICE
1. Write It (use dry erase boards)
2. Learning Page - Gg
3. HAR 5 – p7-8
STAR STORY
Title: More Spaghetti I Say!
DAY 2
EAGER TO READ
Title:
DAY 2
LARGE GROUP/PHONEMIC AWARENESS
(initial phonemes)Beforehand, the teacher will draw a large apple (fruit) and carrots (vegetable). The students will then identify foods that belong to the fruit/vegetable groups. The teacher will write the words on the pictures, leaving out the beginning letter. Upon completion of writing the words, the students will identify the missing letters. If time permits, the students will review beginning sounds by identifying the beginning sound of each vegetable .
(large apple, large carrots, st sht p30)
CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, RI.K.7, RI.K.10, RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.1, L.K.1 L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4, L.K.4a, L.K.4b, L.K.6, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6
CALENDAR MATH/MATH
(counting, number words) The students will use class charts to write to 25. (R&P) Next, the students will count the objects and color each cube to present each object 1-10. The students will then review key concepts using the math cd. Upon completion, the students will review key concepts by completing the activities on the math webpage. Next, the students will use nursery rhyme and picture, the students will answer the given questions.
(EV-R3-5 & P3-5, Singapore Math nursery rhyme w/pic)
CCS: K.CC.1, K.CC.3, K.CC.4,K.CC.4a,K.CC.5, K.MD.1
WRITING
(sentence structure) The students will complete the sentence "A ______is good for me.” andthen illustrate the sentence.
(journal, fruit/vegetable word wall)
CCS: L.K.1f, SL.K.5
THEME
(sci/ss) The students will discuss vegetables (names, growth sequence, where grown and theprocess from growth to store). As part of the on-going activity for nutrition, the students will identify different vegetables and then add a drawn picture of their favorite vegetable to a class-size food pyramid.
(lg paper food pyramid, food cards, paper)
CCS:SCI-K-LS1-1 SS 4.4.1(DOK 1)A/H3.4.1(DOK 2)
HEALTHY ME - Meats and Milks
11-12-2014
MORNING MESSAGE
PROJECT READ
UNIT3 Lesson1(g)
DAY 3
Letter of the Day: Gg
(TM p3-1--3-3)
VAKT INPUT - STATIONS
*Sky Write (Snap – Aim – Press – Do & Say)
1. Tactile Letters
2. Felt Forms
3.Memory Box
4. Dry Boards
STUDENT PRACTICE
1. Fill in the word/word Find (g2)
2. Review (Gg) – p90
STAR STORY
Title: More Spaghetti I Say!
DAY 3
EAGER TO READ
Title:
DAY 3
LARGE GROUP/PHONEMIC AWARENESS
(initial phonemes, letter identification)Beforehand, the teacher will make a large picture of a slice of steakand a glass of milk.The students will then identify items of meat and items made from milk. The teacher will write the words on the pictures, leaving out the beginning letter. Upon completion ofwriting the words, the students will identify the missing letters. The students will identify the item in each row that is a letter of the alphabet.
(large steak, large glass of milk, st sht p49)
CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, RI.K.7, RI.K.10, RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.1, L.K.1 L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4, L.K.4a, L.K.4b, L.K.6, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6
CALENDAR MATH/MATH
(counting – 10)The students will use class charts to write to 25.(GP) Next, the students will count and trace the matching number. (IP) Then, the students will count each number of objects and write the corresponding number. The students will review key concepts using the math website. If time permits, the teacher will review what a penny and nickel look like. The students will then color the coins on the meat/milk items according to the color key.
(EV-3-6,
CCS: K.CC.3, K.CC.4, K.CC.5
WRITING
(journal) The students willwrite and illustrate a short story about one meat/milk item they like.
(journal, milk/meat word walls)
CCS: L.K.1f, SL.K.5
THEME
(science/s. studies) The class will discuss where different meats and where milk comes from. The class will then discuss how milk/butter is formed. As part of the on-going activity for nutrition, the students will identify different meats and milk products and then add a drawn picture of a meat/milk product to a class-size food pyramid.
(lg paper food pyramid, food cards, paper)
CCS:SCI-K.LS1-1 SS 4.4.1(DOK 1)A/H 3.4.1(DOK 2)
A TIME FORGIVING THANKS - Turkeys
11-13-2014
MORNING MESSAGE
PROJECT READ
UNIT3 Lesson1(g)
DAY 4
Letter of the Day: Gg
(TM p3-1--3-3)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. Read words with short [a] and [g] consonants
2. Spell words with short [a] and [g] consonants
ANTICIPATORY SET
1. Display letters: [t] [s] [m] [b] [c] [f] [r] [h] [n] [p] [l]
2. Review Gg and /g/ by saying the letters of the alphabet and stopping at Gg
INPUT
1. Display letter [g]
2. Students clipsound(3 times)
MODELING
(p3-1--3-3)
1. Finger blend: [gas] [tag] [bag] [rag] [gag] [gab] [gap] (3 times)
2. Useword in a written sentence
VAKT INPUT
1. Skywrite (Snap fingers - Aim – Press - Do & Say)
2. Writing Notebook – Gg
HARCOURT (TM 2 – p23-35)
1. Phonemic Awareness (p23)
2. Active Beginning (p34)
3. Practice/Apply (p35 )
STUDENT PRACTICE
1. HAR 5 – p13-14
2. Write/Illustrate Sentences (g3)
CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.2, SL.K.3, SL.K.4a
SHARED STORY
DAY 1
Title: Turkey Trouble
EAGER TO READ
Title:(Turkey’s Treat)
LARGE GROUP/PHONEMIC AWARENESS
(rhyming/high-frequency word, initial phonemes) The students will read the story THANKSGIVING FEAST (have). Next, the students will identify each picture on the turkey's feather. Thestudents will then color each rhyming feather to match the word in the color code box.If times permits, the students will identify thebeginning sound of each Thanksgiving word.
(st sht p61)
CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, RI.K.7, RI.K.10, RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.1, L.K.1 L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4, L.K.4a, L.K.4b, L.K.6, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6
CALENDAR MATH/MATH
(number sequence, graphing)The students will use class charts to write to 25. (R&P) Next the students will count the items and practice writing10. The students will review key concepts using the math cd. The students will complete the turkey food graph.
(EV-R3-6&P3-6, math cd, st sht p15 – A Turkey’s Dinner)
CCS: K.CC.3, K.CC.4, K.OA.1, K.OA.2, K.MD.1
WRITING
(sight word review)The students will write the missing sight words in the holiday poem THIS TURKEY IS A PART OF ME (the teacher will use the doc camera to assist them). The students will then paint their fingers different colors and make a hand print turkey at the bottom of their poem.
(st sht p28, doc camera, paint, baby wipes for clean-up)
CCS: L.K.1f, RF.K.3c
THEME
(sci/arts and humanities) The students will discuss where turkeys live and the parts of a turkey. Next, the students will do the Turkey Pokey. Then, the students will glue together the turkey puzzle.
(turkey picture, turkey body part labels, puzzle pies for each child w/background)
CCS: SCI K.LS1-1 A/H 3.1.1, 3.2.1
A TIME FORGIVING THANKS – Turkeys
11-14-2014
MORNING MESSAGE
PROJECT READ
UNIT3 Lesson1(g)
DAY 5
Letter of the Day: Gg
(TM p3-1--3-3)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. Read words with short [a] and [g] consonants
2. Spell words with short [a] and [g] consonants
ANTICIPATORY SET
1. Display letters: [t] [s] [m][b] [c] [f] [r][h] [n] [j] [p] [l]
2. Review Gg and /g/ by saying the letters of the alphabet and stopping at Gg
INPUT
1. Display letter [g]
2. Students clipsound(3 times)
MODELING
(p3-1--3-3)
1. Finger blend: [gas] [tag] [bag] [rag] [gag] [gab] [gap] (3 times)
2. Useword in a written sentence
VAKT INPUT - STATIONS
*Sky Write (Snap – Aim – Press – Do & Say)
1. Tactile Letters
2. Felt Forms
3.Memory Box
4. Dry Boards
CHECKING FOR UNDERSTANDING
(p3-2--3-3)
Word Building:
1. Finger Blend: [rag] [gas] [bag][gag][gap]
** Practice with students (3 times)
** Use each word in a sentence
2. Spell Tabs: [rag] [gas] [bag][gag](throw words) 3. Build words in pocket chart
GUIDED PRACTICE
1. Students read sentences: Student Practice Sheet 3A (p3-13)
2. Student Story/Quiz: Sam's Bag
STUDENT PRACTCE
1. Review 2
2. Shape Book (with words and pictures)
**SPELLING TEST
SHARED STORY
DAY 2
Title: Turkey Trouble
The students will identify and illustrate their favorite part of the story.
EAGER TO READ
Title:(Turkey’s Treat)
LARGE GROUP/PHONEMIC AWARENESS
(assessment/ initial phonemes) The students will identify the beginning sound of each Thanksgiving word. (sight words) the students will use the color key to color the turkey the correct color for each sight word.
(st sht p3, st assessment)
CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, RI.K.7, RI.K.10, RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.1, L.K.1 L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4, L.K.4a, L.K.4b, L.K.6, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6
CALENDARMATH/MATH
(patterns, number sense) The students will write numbers 1-25, using given classroom charts. (GP) Next, the students will identify the set of pictures that comes next in the pattern and explain their choice. (IP) Then, the students will draw one more in row to extend the given pattern. The students will review key concepts using the math webpage. The students will complete the turkey roll and color.
(EV-3-7, st sht, 2 die)
CCS: K.MD.3, K.CC.4, K.OA.1, K.OA.2
WRITING
(journal)The students will write and draw a short story about where a turkey can hide “The turkey can hide in a ______.”
(journal)
CCS: L.K.1f, SL.K.5
THEME
(sci/ss) The class will discuss the importance of turkeys for Thanksgiving and why they are eaten especially for this holiday. Next, the students will discuss the term “thankful”. They will then create their own Thanksgiving turkeyby gluing onfeathers labeled with some of the things that they are thankful for. The students may addreal feathers to the turkey.
(Thanksgiving story pictures, turkey, paper feathers, catalogs/magazines, real feathers)
CCS: SS 2.1.1(DOK 1), 5.2.2(DOK 2)A/H3.4.1
LEARNING TARGETS
November 10-14, 2014
Monday, November 10, 2014
Reading: I can identify Gg and /g/.
Math:I can count and write my numbers 1 to 10.
Tuesday, November 11, 2014
Reading: I can identify Gg and /g/.
Math: I can count and write my numbers 1 to 10.
Wednesday, November 12, 2014
Reading: I can identify and write Gg and /g/.
Math:I can count and write my numbers 1 to 10.
Thursday, November 13, 2014
Reading: I can identify and write Gg and /g/.
Math: I can count and write my numbers 1 to 10.
Friday, November 14, 2014
Reading: I can identify and write Gg and /g/.
Math: I can identify and extend a pattern.